Outline
The scheme of work presents opportunities to develop a wide range of diagrammatical skills and cartographical techniques. It offers opportunities for pupils
to explain natural environments and to develop a broad appreciation of the processes that have shaped the physical world. The study of natural hazards
makes use of topical events and shows pupils that Geography is both a current and dynamic subject. Suggested activities from the core texts are
differentiated.
Learning Outcomes
Suggested Teaching Activities
Resources
2.1a
Pupils draw a labelled diagram to show the
structure of the earth. Pupils understand that
there are two types of crust - oceanic and
continental - and describe the differences
between them.
The New Wider World Page 263
2.1a
To show a basic understanding of
plate tectonics.
To show a basic understanding of
plate tectonics.
Pupils understand that the earth’s crust is divided
into plates and produce a map to show the plates
and the direction of movement. Pupils define the
key term – “plate boundary/margin”. Pupils
explain that the plates are moving due to
convection currents in the mantle and discuss the
evidence to support this. Pupils understand that
plates can move in three directions and define
key terms – “convergence”, “divergence” and
“plates sliding past each other”.
http://www.zephryus.demon.co.uk/geography/re
sources/earth/tect.html
The New Wider World Pages 264 and 265
www.zephryus.demon.co.uk/geography/resourc
es/earth/tect.html
Question 3 Paper 1/2 October 2000
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Context
It is recommended that this is the third of the units to be studied. The unit incorporates the interdependence of physical and human geography (2.3) by
focusing upon the problems and benefits presented by different natural environments. Case studies of natural hazards are incorporated as appropriate. The
skills gained in the study of this unit will have useful applications throughout.
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Recommended Prior Knowledge
An understanding of some geomorphological processes. An appreciation that different natural environments will present both challenges and opportunities
for human activity. A good general knowledge, particularly of events in the news such as earthquakes and volcanic eruptions.
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IGCSE Geography
Unit 3: Structure, Landforms and Landscape Processes
Learning Outcomes
Suggested Teaching Activities
Resources
2.1a
Pupils use atlas and Internet to research active
volcanoes, recent earthquakes, fold mountains
and rift valleys and mark these onto a map of
plate boundaries. Pupils describe the
relationship between these features and the plate
boundaries.
The New Wider World Pages 262 and 263
To show a basic understanding of
plate tectonics. To describe the
origin, characteristics and broad
distribution of seismic activity and
volcanic activity, fold mountains
and rift valleys.
Essential Mapwork Skills Pages 18 - 19
http://www.geography.about.com/
(Go into Physical Geography, select
Earthquakes and Plate Tectonics).
http://volcano.und.nodak.edu/
Question 3 Paper 1/2 October 2000
2.1a
To show a basic understanding of
plate tectonics. To describe the
origin, characteristics and broad
distribution of seismic activity and
volcanic activity, fold mountains
and rift valleys.
Pupils draw annotated diagrams to show the
different types of plate boundaries and use their
completed map to give examples of each. Pupils
explain the following: volcanoes and earthquakes
at a subduction zone, volcanoes at a diverging
plate boundary and earthquakes at a
conservative plate boundary. Pupils are also
able to explain the formation of fold mountains
and rift valleys at plate boundaries with
appropriate examples and the use of labelled
diagrams to show the features of each.
The New Wider World Pages 264 - 265.
Exercise 1 Page 276.
Longman Geography for GCSE Pages 6 and
7
http://www.geography.learnontheinternet.co.uk/t
opics/volcanoes.html
http://www.geography.learnontheinternet.co.uk/t
opics/earthquakes.html
http://www.zephryus.demon.co.uk/virtualschool/i
ndex.htm
Question 3 Paper 1/2 October 2000
2.1a
2.3
To describe the origin,
characteristics and broad
distribution of seismic activity and
volcanic activity, fold mountains
and rift valleys. To demonstrate
the inter-relationship of the natural
environment and human activities
by reference to natural hazards.
Pupils are introduced to the earthquake hazard
and define key terms - earthquake, focus,
epicentre, magnitude, seismic activity. Pupils
produce a copy of the Richter Scale to
understand how earthquake magnitude is
measured. Pupils research a recent earthquake
to include the causes and effects and present
their ideas as a newspaper article. They should
also discuss how people have responded to the
The New Wider World Page 270 - 274.
Exercise 3 Page 277.
Longman Geography for GCSE Pages 10 to
13 Exercise 4 Page 23.
http://pubs.usgs.gov/gip/earthq1/
http://quake.usgs.gov/
Learning Outcomes
Suggested Teaching Activities
Resources
hazards (e.g. safety measures) and explain why
the destruction caused by earthquakes of the
same magnitude will vary in different parts of the
world.
http://cgi.cnn.com/WORLD/meast/9806/27/turke
y.quake/index.html
http://www.georesources.co.uk/.
http://www.geography.about.com/
(Go into Physical Geography, select Plate
Tectonics and Earthquakes).
http://www.georesources.co.uk/kobe.htm
2.1a
2.3
To describe the origin,
characteristics and broad
distribution of seismic activity and
volcanic activity, fold mountains
and rift valleys. To demonstrate
the inter-relationship of the natural
environment and human activities
by reference to natural hazards.
Pupils are introduced to the volcanic hazard and
produce a labelled diagram of a volcano with
definitions of key terms. Pupils research the
causes and effects of a recent volcanic eruption
and also discuss how people have responded to
the volcanic hazard e.g. prediction. Their ideas
could be presented as a fact file. Pupils explain
why people continue to live in volcanic areas
despite the risk to include benefits e.g. fertile soil,
tourism, geothermal energy etc.
The New Wider World Page 266 to 268
Exercise 2 Page 277.
Longman Geography for GCSE Pages 8 and
9; 14 and 15; 18 and 19. Exercise 5 Page 23
Essential Mapwork Skills Pages 20 - 25
http://www.geography.learnontheinternet.co.uk/t
opics/volcanoes.html
http://volcano.und.nodak.edu/
http://www.learner.org/exhibits/volcanoes
http://boris.vulcanoetna.com/
Question 3 Paper 1/2 October 2000
2.1b
To describe and explain weathering
processes.
Pupils define the key words - weathering and
erosion and understand the differences between
them. Pupils draw annotated diagrams and
explain the main types of weathering to include:
physical weathering (freeze-thaw, exfoliation and
biological weathering) and chemical weathering
(solution) and the factors that affect them
including climate.
The New Wider World Pages 46. Exercise 2
Page 260.
Learning Outcomes
Suggested Teaching Activities
Resources
2.1b
Pupils understand that a river has 3 roles erosion, transport and deposition. Pupils define
the processes of erosion (corrosion, corrasion,
hydraulic action and attrition). Pupils describe,
with the use of diagrams, how rivers transport
material to include traction, saltation, suspension
and solution. Pupils are able to explain the
conditions under which rivers will deposit
material. Pupils draw and annotate a diagram to
show the long profile of a river and how volume,
load and velocity will change with distance
downstream.
The New Wider World Page 282.
To describe river processes. To
describe and explain the landforms
associated with these processes.
Longman Geography for GCSE Pages 28 and
29
http://www.geography.learnontheinternet.co.uk/t
opics/landuse.html
(Go into Rivers, then Erosion)
http://geography.about.com/library/weekly/aa03
1897.htm
http://www.geography.about.com/
(Select Rivers and Streams for a number of
related websites).
Question 3 Paper 1 and 2 June 2000
Question 2 Paper 3 November 1998
Question 2 Paper 3 June 2000
2.1b
2.1b
To describe river processes. To
describe and explain the landforms
associated with these processes.
To describe river processes. To
describe and explain the landforms
associated with these processes.
Pupils produce fully annotated diagrams to
explain the formation of the following river
features: rapids, waterfalls, potholes, meanders
(river cliffs and beaches), oxbow lakes, deltas,
levees and floodplains and understand which are
features of erosion and deposition.
Pupils use OS maps to measure river gradients
in the different stages of a river and compare.
Pupils describe and explain the differences.
Pupils should be aware of the various methods to
The New Wider World Page 283 - 285.
Exercises 5 and 6 Page 298.
Longman Geography for GCSE Pages 24 31.
http://www.geography.about.com/science/geogr
aphy/cs/riversandstreams/index.htm
(Select Rivers for a number of related websites).
The New Wider World Page 292.
Longman Geography for GCSE Page 36 and
37 - OS map extracts. Question 6 Page 44
Learning Outcomes
Suggested Teaching Activities
Resources
show height on a map and are able to give
bearings from places of different height.
Essential Mapwork Skills Pages 65 - 73
Skills Based Exercise: Using map extract from
Paper 3 June 2000 (Jamaica), pupils describe
the changes in the Rio Grande - features and
surrounding land uses.
Unit 1 (Pages 7 -8) Geography IGCSE and
HIGCSE Book 4
Pupils should be able to describe relief and
landscape from a map using terms such as ridge,
plateau, scarp, floodplain) and adjectives such as
broad, flat, steep, deeply cut, gently sloping) -
Unit 1 (Pages 9 -15) Geography IGCSE and
HIGCSE Book 4
Question 1 Paper 3 May 1998
Question 2 Paper 3 November 1999
Question 1 Paper 3 June 2000
Question 1 Paper 3 November 1999.
2.3
The inter-relationship of the natural
environment and human activities
by reference to natural landscapes,
climate and natural hazards.
Pupils brainstorm the causes and effects of river
flooding and research a case study of a recent
flood event. Introduce flood hydrographs at this
point. Pupils write a report to show the various
ways in which humans have responded to the
flood hazard and present their own views to the
question "Should rivers be allowed to flood?”
Pupils explain the ways in which river valleys and
deltas are used for human activities.
The New Wider World Page 286 to 295.
Exercises 7 and 8 Page 298 and 299.
Longman Geography for GCSE Pages 32 to
35 and 38 to 42. Questions 4 and 5 Page 44.
http://www.geography.about.com
(Select Rivers and Streams for a number of
related websites).
http://www.floodplain.org
http://www.bbc.co.uk/education/gcsebitesize/ge
ography/index.shtml
(Select Water and Rivers then Floods and
Storm Hydrographs)
Learning Outcomes
Suggested Teaching Activities
Resources
http://www.bennett.karoo.net/topics/river.html
(Select The Great Floods of 2000)
Question 4 Papers 1 and 2 May 1999
Question 3 Paper 3 November 1998
2.1b
To describe coastal processes. To
describe and explain the landforms
associated with these processes.
Pupils define the term "coast". Pupils produce
diagrams to show how waves are formed and
understand that waves can be destructive and
constructive (to include definitions of key terms
such as swash and backwash). Refer back to
processes of erosion and relate to the coast.
The New Wider World Page 300. Exercise 1
Page 315.
Longman for GCSE Page 48 and 49.
http://www.angliacampus.com/tour/sec/geog/co
astal/index.htm
http://www.angliacampus.com/public/sec/geog/c
oastln/index.php
http://www.geography.learnontheinternet.co.uk/t
opics/waves.html#wave
Question 3 Papers 1 and 2 June 2000
2.1b
To describe coastal processes. To
describe and explain the landforms
associated with these processes.
Pupils draw fully annotated diagrams to explain
the formation of coastal erosion features
including: cliffs, wave-cut platforms, caves,
arches, stacks, headlands and bays.
The New Wider World Page 300 to 301.
Longman Geography for GCSE Page 48-49.
Essential Mapwork Skills Pages 36-39
http://www.georesources.co.uk/recintro.htm.
http://www.geography.learnontheinternet.co.uk/t
opics/waves.html#headland
http://www.angliacampus.com/tour/sec/geog/co
astal/index.htm
Question 2 Paper 3 October 2000
Learning Outcomes
Suggested Teaching Activities
Resources
2.1b
To describe coastal processes. To
describe and explain the landforms
associated with these processes.
Pupils describe how waves transport material
onshore, offshore and along a coastline. Pupils
produce diagrams to illustrate the process of
longshore drift.
The New Wider World Page 302 to 303.
To describe coastal processes. To
describe and explain the landforms
associated with these processes.
Pupils draw fully annotated diagrams to explain
when waves will deposit material and the
formation of coastal deposition features to
include: beaches, spits, bars, sand dunes and
marsh. Pupils understand the role of wind in
shaping sand dunes and how human activity can
damage this ecosystem. Pupils describe the
strategies to limit impact and explain why it is
important to protect sand dunes.
The New Wider World Page 306-309.
Exercise 2 Page 315.
2.1b
Skills Based Exercise: using map extract from
Paper 3 June 2000 (Jamaica), pupils draw a
sketch map of a selected stretch of coastline and
describe the main features. Pupils relate land
use to physical features by explaining the
location of Port Antonio and describing its main
land uses (give map evidence)
Longman Geography for GCSE Page 49.
Longman Geography for GCSE Page 52; 5657.
Essential Mapwork Skills Pages 45-47 and
112 to 118
Unit 1 (Page 16) Geography IGCSE and
HIGCSE Book 4
http://www.georesources.co.uk/csdintro.htm
http://www.geography.learnontheinternet.co.uk/t
opics/marshes.html#dunes
Question 3 Papers 1 and 2 November 1998
Question 1 Paper 3 June 2000
2.3
The inter-relationship of the natural
environment and human activities
by reference to natural landscapes,
climate and natural hazards.
Pupils consider the need for and types of coastal
protection and discuss their costs and benefits.
The New Wider World Page 304 and 306 307. Exercise 1 Page 315.
Longman Geography for GCSE Page 56 - 57.
Essential Mapwork Skills Pages 40 - 44
http://www.fortunecity.com/greenfield/ecolodge/
25/erosion.htm